Camtree Digital Library

Camtree, the Cambridge Teacher Research Exchange, exists to promote, support and publish ‘close-to-practice’ research carried out by educators. The Camtree Digital Library publishes peer-reviewed research reports produced by educators from around the world. Library content is freely available to all readers.  

Camtree is a centre based at Hughes Hall, a constituent college of the University of Cambridge. You can find out more about Camtree at https://www.camtree.org/.

Recent Submissions

  • PublicationOpen Access
    Peer Dialogue as a Pedagogic Tool in Foundation Year Study
    (Camtree: the Cambridge Teacher Research Exchange, 2025) Heron, Marion; Gamarra, Estefania; Tenenbaum, Harriet; Baker, Lewis
    Background and purpose: In the UK, a Foundation Year is a preparatory year taken before an undergraduate degree, designed to support students who may not yet meet standard entry requirements. Research shows that Foundation Year students are less likely to graduate than direct- entry undergraduates and often report lower confidence in linguistic and academic skills. This project investigated whether an intervention focused on training and structured practice could strengthen Foundation Year students’ use of educational dialogue. Aims: The aim of the project was to support students’ use of educational dialogue through a) developing a Toolkit for Educational Dialogue, b) providing pair discussion sessions over the course of an academic year. Design and methodology: The study used an experimental approach across three FY disciplines at six institutions. Data included pre and post recordings of discussions, and semi-structured interviews with Foundation Year students and staff. The pre- and post-recording transcripts were analysed using six codes from the (Scheme for Educational Dialogue Analysis) SEDA and Toolkit for Systematic Educational Dialogue Analysis scheme (T-SEDA) and the interview transcripts were analysed using thematic analysis. Findings: The findings revealed that students who participated in the intervention groups used a) more dialogic moves and b) a greater range of dialogic moves. Findings also highlighted disciplinary differences in the use of dialogic moves. Qualitative data revealed awareness of the importance of educational dialogue and awareness of the use of dialogic moves in peer discussions. Conclusions, originality, value and implications: This study highlights the value of an intervention in training students (and teachers) in using educational dialogue in peer discussions. The implications for practice are two-fold: one is to incorporate training in educational dialogue in the Foundation Year curriculum and two, to be cognizant of training Foundation Year students in disciplinary appropriate dialogue, as well as raising awareness of all dialogic moves for interdisciplinary interaction.
  • PublicationOpen Access
    The use of real-life context in GCSE Maths resit lessons
    (2025) Kerrison, Lois; Northcott, Jo
    Context: This action research project was conducted at a sixth form college in Somerset, UK, involving 71 students aged 16 to 19 who had previously not achieved a grade 4 in their GCSE mathematics exam: who were then attending for resits. As government policy mandates continued study of mathematics until students achieve a pass or turn 19, the environment generally exhibits mixed levels of engagement among students who are compelled to attend. Aims: The research aimed to enhance student outcomes and connect mathematical concepts to real-life contexts by addressing the hurdles students and teachers encounter in applying mathematics in practical scenarios. The focus was on evaluating how real-life contexts could improve student engagement and how to support teachers in adopting a narrative teaching approach to foster mathematical understanding and oracy opportunities. Methods: The study implemented lessons designed to engage students and promote collaborative discussions through real-life applications of speed problems. Using a combination of observations, mini-interviews and pre- and post-surveys, data were collected to assess the effectiveness of the lessons. Each lesson aimed to incorporate physical experiences and discussions, aligning with Realistic Mathematics Education models, through two 1.5-hour sessions for each of four classes. Findings: Initial results revealed students struggled with foundational speed concepts, with 75% correctly calculating distance travelled in one hour but only 30% accurately determining speed. Post-lesson assessments showed improvement, as 88% of students answered the distance travelled in one hour question correctly, and 45% answered the speed question correctly, indicating a 50% increase. Student engagement was high, with 86% rating their lesson enjoyment positively and expressing a preference for more context-based lessons, highlighting a notable shift in their perception of mathematics. Implications: The findings suggest that transitioning from paradigmatic to narrative teaching could improve student engagement and understanding within mathematics. The successful integration of real-life contexts into lesson structures showcased the potential for increased student interaction and participation, while also indicating the need for careful lesson preparation to maintain sustainability in teaching practices. Other educators might consider similar approaches to foster deeper connections between students' experiences and mathematical concepts.
  • PublicationOpen Access
    Fitzwilliam Museum: Connections Through Collections
    (2025) Farrell-Banks, David
    Context: This document summarises the "Connections Through Collections" project conducted by the Fitzwilliam Museum. It addresses how participatory research can place communities at the core of museum practices, aiming to enhance local relevance and achieve organizational change. Grounded in the International Council of Museums’ ethos of ethical and community-participative work, the project showcases co-created initiatives that challenge traditional curatorial norms. Aims: The research sought to center participant agency, knowledge, and lived experiences, fostering active collaboration between museum staff and community co-researchers. It aimed to explore how participatory methodologies can transform museum practices, broaden audience engagement, and integrate community perspectives into collection development and exhibition design. Methods: Employing participatory action research, the project involved 30 workshops with 10 community co-researchers and 25 museum staff. Activities included co-curating the "Tensions of Belonging" display, delivering family and public events, and gathering qualitative data through interviews, surveys, and interactive responses. Collaborative analysis was conducted to ensure community-led insights and decisions. Findings: The project enhanced the Fitzwilliam Museum’s relevance and accessibility for local audiences, as evidenced by increased local attendance and the success of the "Tensions of Belonging" exhibition. It fostered co-researcher agency, skill development, and well-being, with participants engaging in exhibition curation, public speaking, and research. Institutionally, the project catalyzed methodological shifts, integrating participatory practices into exhibitions and contributing to organizational and cultural change. Implications: The initiative demonstrates the potential of participatory research to democratize museum practices, enriching both community and institutional experiences. Other cultural practitioners might consider its emphasis on care, empathy, and community agency as an avenue for creating inclusive, dynamic museum spaces. Long-term impacts include the embedding of participatory models into institutional frameworks and increased accessibility to diverse audiences.
  • PublicationOpen Access
    Assessment for Learning in Maths
    (2025) Codina, Geraldene; Doak, Lauran
    Context: This action research case study was conducted in a mainstream secondary school to address the persistent attainment gap in mathematics for pupils with special educational needs and/or those significantly behind age-related expectations. The study focused on identifying and closing gaps in cumulative learning through targeted, scaffolded interventions Aims: The research aimed to evaluate the effectiveness of a Maths Intervention and Supervision Programme that uses detailed baseline attainment data to inform teaching. It explored how concrete, pictorial and abstract methods could support mathematical understanding and confidence, and how best to communicate the intervention model to other educators Methods: Two action research cycles were completed. Data collection included pupil progress tracking, Teaching Assistant journals, pupil voice activities, and confidence scales (including the Blob Tree). Interventions were delivered in small groups using structured resources. In Cycle 2, research conversations informed the development of a resource booklet to support wider implementation. Ethical consent was obtained for anonymous publication. Findings: Year 7 pupils gained an average of +0.495 years in the ‘Number’ strand over 14 weeks, and Year 8 and Year 9 pupils gained +0.388 and +0.275 years respectively in Number over 7-8 weeks. Confidence increased by an average of +2.14 points for all your groups. Case studies showed improved engagement, reduced maths anxiety and greater classroom participation. The intervention booklet clarified the rationale, assessment, delivery and impact monitoring for the intervention. Implications: The study highlights the importance of dynamic assessment, personalised learning roadmaps and concrete resources. It recommends early identification, small group support and staff training. The intervention model offers a replicable framework for inclusive maths practice in secondary education.
  • PublicationOpen Access
    Centring Pupil Voice in Transition
    (2025) Codina, Geraldene; Doak, Lauran
    Context: This action research case study explores how pupil voice can be meaningfully embedded in transition planning for children with Special Educational Needs and Disabilities (SEND). Conducted in a mainstream all-through school, the study focuses on Year 6 pupils preparing to move to secondary education, using a person-centred approach through the 'This is Me' project. Aims: The research aimed to evaluate how person-centred meetings, supported by pupil-led resources, could enhance children's ability to express their views during Phase Transfer Annual Reviews. It also sought to understand how this approach influenced parental engagement and confidence in the transition process. Methods: The research employs an action research framework, consisting of two cycles: Action Research Cycle 1 and Cycle 2. Each cycle includes planning, implementing, and reviewing phases to refine the research question and actions based on the feedback and data collected from participant experiences. Ethical consent was obtained from all participants to ensure confidentiality in the data dissemination. Findings: The findings reveal that the 'This is me' project significantly enhances children's ability to communicate their thoughts and feelings regarding their transitions. It demonstrates that children feel more secure and understood, which allows parents to engage more meaningfully in the discussions of their children's aspirations and concerns. Implications: The study suggests that centring pupil voice in transition planning could reshape the approach to reviews and discussions involving children with ISEND. Other educators may observe the benefits of involving students actively in conversations about their educational journeys, potentially leading to improved engagement from both children and parents in similar contexts. This may inform future practices in educational settings focused on inclusion and participatory decision-making.
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